INTERAÇÃO EM AULA DE LEITURA: A ATUAÇÃO DO ALUNO NAS MARGENS E NO CENTRO DA CONSTRUÇÃO DA SIGNIFICAÇÃO

Abstract

Recent analyses of classroom discourse in the language reading classroom carried out by Brazilian researchers have identified a recurrent phenomenon: teachers’ attempts to achieve homogeneity by striving to obtain a single reading of a text, which is the teacher’s own interpretation of what he or she believes the text “says”. The present paper analyzes the contribution of the students to the construction of meanings in the reading classroom in order to see to what extent their discourse is a reflection of this model of homogeneity. The concepts of discourse, subject and ideology as defined by the French school of Discourse Analysis together with Bourdieu’s notion of legitimation of certain forms of linguistic capital will be used to support the discussion of the findings. Data suggest that students possess and use discursive mechanisms to help achieve homogeneity by reinforcing the teacher in his or her role of legitimate interpreter of the text and sole guide to the construction of meanings in the classroom.